Mathematics shows the most heterogeneous reciprocal pattern, with early reciprocal links to emotional problems and prosocial behavior and negative externalizing-to-math paths¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Externalizing problems (conduct, hyperactivity, peer problems) negatively predicted later mathematics achievement across several time points, with the article reporting standardized estimates between –0.09 and –0.15. → Kulakow 2023
Evidence¶
Kulakow 2023¶
Kulakow, S., Mahlau, K., & Kocaj, A. (2023). The longitudinal relationship between internalizing and externalizing behavioral problems with academic achievement in elementary school. https://osf.io/cyqak/?view_only=37eade9dd7c142e88fe9bef9451c125e
q3 · i? · associational · r2
In the same mathematics CLPM, "Conduct problems at T1 and T2 negatively predicted mathematics achievement T2 (β = –0.11) and T3 (β = –0.09)"; hyperactivity and peer problems showed similar negative paths. Impact is coded null because the article reports cross-lagged standardized estimates but no validated effect-size magnitude for these paths.
"Conduct problems at T1 and T2 negatively predicted mathematics achievement T2 (β = –0.11) and T3 (β = –0.09), respectively."
Discussion¶
Related Claims¶
- Social competence is positively and externalizing problems negatively prospectively related to academic achievement — related
- Reading achievement was nearly unrelated to behavioral problems across primary school, with only two significant cross-lagged paths — related
- Writing difficulties at the end of grade 1 predicted higher emotional problems, conduct problems, hyperactivity, and peer problems at the end of grade 2 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mathematics-reciprocal-behavior-effects |
title |
Mathematics shows the most heterogeneous reciprocal pattern, with early reciprocal links to emotional problems and prosocial behavior and negative externalizing-to-math paths |
description |
Mathematics shows the most heterogeneous reciprocal pattern, with early reciprocal links to emotional problems and prosocial behavior and negative externalizing-to-math paths |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kulakow-2023 |
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